1 learning theory & psychology

Learning Theory & Psychology
FETAC Level 6 Train the Trainer – Unit 1
23/06/2013 1www.allenbusinessconsultancy.com

Definitions
• Training is “Organized activity aimed at
imparting information and/or instructions to
improve the recipient's performance or to
help him or her attain a required level of
knowledge or skill”
• Learning is “a relatively permanent change in
behaviour based on an individual's
interactional experience with its
environment.”

Learning theory frameworks
• Behaviourism: focuses only on the objectively
observable aspects of learning
• Cognitivism: Cognitive theories look beyond
behaviour to explain brain-based learning
• Constructivism: views learning as a process in
which the learner actively constructs or builds
new ideas or concepts

Learning styles
• David Kolb's model
• Honey and Mumford’s model
• Fleming's VAK/VARK model
• Knowles Andragogical learning theory
• MASLOW’s Hierarchy of needs model
• Herzberg’s Motivation / hygiene theory

David Kolb’s model

David Kolb
• Stage I - Concrete Experience
• An individual carries out a particular action
and then observes the effect of the action in
this situation. Experiencing or immersing
oneself in the "doing" of a task is the stage in
which the learner simply carries out the task
assigned. The engaged person is usually not
reflecting on the task at this time but rather
just carrying it out with intention

David Kolb
• Stage II - Reflective Observation
• Reflection involves stepping back from task
involvement and reviewing what has been done and
experienced. The skills of attending, noticing
differences, and applying terms helps identify subtle
events. One's paradigm (values, attitudes, values,
beliefs) influences whether one can differentiate
certain events. Understanding of the effects of an
action in the particular instance is required in order to
anticipate what would follow from the action if it was
to be taken again under the same circumstances.

David Kolb
• Stage III - Abstract Conceptualization
• Conceptualization involves interpreting the
events that have been noticed and understanding
the relationships among them. It is at this stage
that theory may be particularly helpful as a
template for framing and explaining events. One's
paradigm again influences the interpretive range
a person is willing to entertain. Understanding
the general principle under which the particular
instance falls does not imply ability to express the
principle in a symbolic medium

David Kolb
• Stage IV - Active Experimentation
• Application through action in a new
circumstance within the range of
generalization. Within this context planning
enables taking the new understanding and
translates it into predictions about what is
likely to happen next or what actions should
be taken to refine the way the task is handled.

Honey and Mumford’s model
• In the mid 1970’s Peter Honey and Alan
Mumford adapted David Kolb’s model for use
with a population of middle/senior managers
in business.
• Two adaptations were made to Kolb’s
experiential model. Firstly, the stages in the
cycle were renamed to accord with
managerial experiences of decision
making/problem solving

Honey & Munford

Honey & Munford
• The Honey & Mumford stages are in the cycle
are:
1. Having an experience
2. Reviewing the experience
3. Concluding from the experience
4. Planning the next steps.

Honey & Munford

Honey & Munford
• Secondly, the styles were directly aligned to
the stages in the cycle and named:
1. Activist,
2. Reflector,
3. Theorist and
4. Pragmatist

Honey & Munford

Homey & Munford

Honey & Munford

Fleming's VAK/VARK model

Flemings VARK model
• Fleming claimed that visual learners have a
preference for seeing (think in pictures; visual
aids such as overhead slides, diagrams,
handouts, etc.). Auditory learners best learn
through listening (lectures, discussions, tapes,
etc.). Tactile/kinesthetic learners prefer to
learn via experience—moving, touching, and
doing (active exploration of the world; science
projects; experiments, etc.).

Knowles Andragogy theory

Knowles Adragogoy
• Beginning in the 1950s Malcolm Knowles
developed a new theory - which he called
"Andragogy" - in the context of adult learners.
This is often contrasted with the child's learning
methods - pedagogical learning.
• The key difference between pedagogical learning
and andragogical learning is that the role of the
educator is minimized. If someone fails to learn, it
is not assumed to be the failure of the instructor.

Knowles Androgogy
• The central idea in the context of adult
learning is that it is only after convincing him-
or herself of the rationale of learning that an
adult will decide to learn. Hence, adults
cannot be treated like children. Therefore it is
assumed that workshops and seminars
organized by the students themselves create a
better learning environment than those
organized externally

How does the Hierarchy Work?
• - A person starts at the bottom of the hierarchy (pyramid)
and will initially seek to satisfy basic needs (e.g. food,
shelter)
• - Once these physiological needs have been satisfied, they
are no longer a motivator. the individual moves up to the
next level
• - Safety needs at work could include physical safety (e.g.
protective clothing) as well as protection against
unemployment, loss of income through sickness etc)
• - Social needs recognise that most people want to belong to
a group. These would include the need for love and
belonging (e.g. working with colleague who support you at
work, teamwork, communication)

How does the Hierarchy Work?
• - Esteem needs are about being given recognition for a
job well done. They reflect the fact that many people
seek the esteem and respect of others. A promotion at
work might achieve this
• - Self-actualisation is about how people think about
themselves - this is often measured by the extent of
success and/or challenge at work
• Maslow's model has great potential appeal in the
business world. The message is clear - if management
can find out which level each employee has reached,
then they can decide on suitable rewards.

Herzberg’s 2 factor (motivation theory)

• Herzberg's Two Factor Theory is a "content
theory" of motivation" (the other main one is
Maslow's Hierarchy of Needs).
• Herzberg analysed the job attitudes of 200
accountants and engineers who were asked to
recall when they had felt positive or negative at
work and the reasons why.
• From this research, Herzberg suggested a two-
step approach to understanding employee
motivation and satisfaction:

Hygiene Factors
• Hygiene factors are based on the need to for a business
to avoid unpleasantness at work. If these factors are
considered inadequate by employees, then they can
cause dissatisfaction with work. Hygiene factors
include:
• - Company policy and administration
• - Wages, salaries and other financial remuneration
• - Quality of supervision
• - Quality of inter-personal relations
• - Working conditions
• - Feelings of job security

Motivator Factors
• Motivator factors are based on an individual's need for
personal growth. When they exist, motivator factors
actively create job satisfaction. If they are effective, then
they can motivate an individual to achieve above-average
performance and effort. Motivator factors include:
• - Status
• - Opportunity for advancement
• - Gaining recognition
• - Responsibility
• - Challenging / stimulating work
• - Sense of personal achievement & personal growth in a job

Questions?
allenbusinessconsultancy@gmail.com
Allen Business Consultancy
ABConsultancy1
Harvey Allen

1 learning theory & psychology

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